Pedagogy and Curriculum in the Early Years
VerifiedAdded on 2022/12/05
|12
|4456
|147
AI Summary
This essay discusses the concept of pedagogy and curriculum in the early years of a child. It analyzes the key aspects of early childhood curricula in relation to learning theory and pedagogy, and critiques various perspectives on early childhood education. The essay also explores the history of early ...
Read More
Contribute Materials
Your contribution can guide someone’s learning journey. Share your
documents today.
An essay discussing
pedagogy and curriculum
in the early years
pedagogy and curriculum
in the early years
Secure Best Marks with AI Grader
Need help grading? Try our AI Grader for instant feedback on your assignments.
Table of Contents
INTRODUCTION...........................................................................................................................1
Main Body.......................................................................................................................................1
CONCLUSION................................................................................................................................7
REFERENCES................................................................................................................................8
INTRODUCTION...........................................................................................................................1
Main Body.......................................................................................................................................1
CONCLUSION................................................................................................................................7
REFERENCES................................................................................................................................8
INTRODUCTION
Pedagogy is mainly relayed with the carious method and practises of teaching while
curriculum comprises of study material and academic content that is being taught to learners
(Callanan, Signal & McAdie, 2021). The main aim of current essay writing is to develop better
understanding about the concept of pedagogy and curriculum in the early years of a child. The
main focus and objective of current essay is to analysis about the key aspects of early childhood
curricula in respect to learning theory and pedagogy along with critique a range of perspectives
on early childhood education. Beside this, a relation between history of early childhood
provision along with articulating the role of practitioner in planning and implementing that broad
and balanced child centred curriculum is also made. Further, this essay includes a comparative
analysis of three perspectives with the use of pioneers and theorists to respect and present the
change in learning and curriculum along with its influence on role of practitioner.
Main Body
As per the information provided by the Merriam Webster, the term pedagogy can be defined
as an art, science and profession of teaching which emphasis on more effective education and
learning method and practises including the style of teaching (Robson, 2021). Thus, the concept
of pedagogy is mainly associated with the various method and practises of teaching that are tend
to applied by a practitioner to have improved learning practises for overall physiological and
education development and growth of a learner (Pedagogy in Education, (2019)). In the other
hand the, the term curriculum can be defined as the various lessons and academic content that is
being taught to the learners and students at schools or during some specific program. Thus, the
definition of curriculum comprises of specific standards of learning, educational assignments,
lessons and all other learning material that is used to organise and teach a learner some particular
course. A close relationship is existing between pedagogy and curriculum which collaboratively
provides a set of planned series of actions and systemic instruction to deliver vital knowledge
and education to the learners which supports effective learning practices and development of a
learner (Tatlow‐Golden & Montgomery, 2021).
Use of different pioneers and theorist has been made to analysis about the early childhood
curricula in relation the learning theories and present pedagogy. Implication of the Lev
Semyonovich Vygotsky’s pioneer and learning approach provides an effective theory which
1
Pedagogy is mainly relayed with the carious method and practises of teaching while
curriculum comprises of study material and academic content that is being taught to learners
(Callanan, Signal & McAdie, 2021). The main aim of current essay writing is to develop better
understanding about the concept of pedagogy and curriculum in the early years of a child. The
main focus and objective of current essay is to analysis about the key aspects of early childhood
curricula in respect to learning theory and pedagogy along with critique a range of perspectives
on early childhood education. Beside this, a relation between history of early childhood
provision along with articulating the role of practitioner in planning and implementing that broad
and balanced child centred curriculum is also made. Further, this essay includes a comparative
analysis of three perspectives with the use of pioneers and theorists to respect and present the
change in learning and curriculum along with its influence on role of practitioner.
Main Body
As per the information provided by the Merriam Webster, the term pedagogy can be defined
as an art, science and profession of teaching which emphasis on more effective education and
learning method and practises including the style of teaching (Robson, 2021). Thus, the concept
of pedagogy is mainly associated with the various method and practises of teaching that are tend
to applied by a practitioner to have improved learning practises for overall physiological and
education development and growth of a learner (Pedagogy in Education, (2019)). In the other
hand the, the term curriculum can be defined as the various lessons and academic content that is
being taught to the learners and students at schools or during some specific program. Thus, the
definition of curriculum comprises of specific standards of learning, educational assignments,
lessons and all other learning material that is used to organise and teach a learner some particular
course. A close relationship is existing between pedagogy and curriculum which collaboratively
provides a set of planned series of actions and systemic instruction to deliver vital knowledge
and education to the learners which supports effective learning practices and development of a
learner (Tatlow‐Golden & Montgomery, 2021).
Use of different pioneers and theorist has been made to analysis about the early childhood
curricula in relation the learning theories and present pedagogy. Implication of the Lev
Semyonovich Vygotsky’s pioneer and learning approach provides an effective theory which
1
reflects about the improved psychological development of the learner in the early childhood. The
main emphasis and focus of the Vygotsky’s approach is on leading improved development of
child through reflecting on the social constructivism that is based on a series of cognitive
functions which are developed and created with the help of social interactions (Hunkin, 2021).
The Vygotsky’s approach is basically based in the social constructivism of a child which
emphasised on the collaborative nature of learning in the early childhood for development of
cognitive function and social negotiations in child. It has been analysed that the idea provided by
the Vygotsky’s approach are effective for development of child in the early years as it helps in
recognising and identifying the role of social interaction as well as the influence of culture play
un achieving the high order thinking skills and improved development of the child in early years.
Beside this, implication and use of the Vygotsky’s approach is also valuable and important for an
early childhood practitioner as it provides an improved insight about the dynamic
interdependence between the individuals and social perceptive of constructing improved
knowledge and cognitive function un the child with the supports of improved networking and
higher level of social interaction. But still a challenge and disadvantage of implication of
Vygotsky’s approach is also faced by practitioner in early childhood development as the social
cultural aspects and approach provided by the Vygotsky’s approach is not seemed appropriate
and applies to all social and cultural groups (Schäfer & et. al., 2021). It has been seen that the
social groups and cloture of all children is nor equal thus all the learners are not being able to
gain and learners things in same way or with a common social interaction and engagement.
Thus, a change and paradigm shift in idea provide by Vygotsky’s approach is needed and
seen overtime to mitigate this challenge of unequal learning ability of every child forces a
practitioner to come up with more effective learning approach that focus on ability and learning
capability of individual child. It has been analysed that the Vygotsky’s approach has argued and
supported for the social learning of the child for having better cognitive development which is
based on collaborative learning and social interaction (Warren, 2021). But a challenge in meeting
and analysing the learning needs and capability of individual child is faced by practitioner thus,
implication and use of Piaget theory of learning is seen as a change in learning idea and
pedagogy which depicts in a clearer way about the cognitive development of each child. The
application of the Piaget theory of learning is mainly based on the four stages which reflects
about the mental capability and learning ability of a child thus, lead improved emphasis on
2
main emphasis and focus of the Vygotsky’s approach is on leading improved development of
child through reflecting on the social constructivism that is based on a series of cognitive
functions which are developed and created with the help of social interactions (Hunkin, 2021).
The Vygotsky’s approach is basically based in the social constructivism of a child which
emphasised on the collaborative nature of learning in the early childhood for development of
cognitive function and social negotiations in child. It has been analysed that the idea provided by
the Vygotsky’s approach are effective for development of child in the early years as it helps in
recognising and identifying the role of social interaction as well as the influence of culture play
un achieving the high order thinking skills and improved development of the child in early years.
Beside this, implication and use of the Vygotsky’s approach is also valuable and important for an
early childhood practitioner as it provides an improved insight about the dynamic
interdependence between the individuals and social perceptive of constructing improved
knowledge and cognitive function un the child with the supports of improved networking and
higher level of social interaction. But still a challenge and disadvantage of implication of
Vygotsky’s approach is also faced by practitioner in early childhood development as the social
cultural aspects and approach provided by the Vygotsky’s approach is not seemed appropriate
and applies to all social and cultural groups (Schäfer & et. al., 2021). It has been seen that the
social groups and cloture of all children is nor equal thus all the learners are not being able to
gain and learners things in same way or with a common social interaction and engagement.
Thus, a change and paradigm shift in idea provide by Vygotsky’s approach is needed and
seen overtime to mitigate this challenge of unequal learning ability of every child forces a
practitioner to come up with more effective learning approach that focus on ability and learning
capability of individual child. It has been analysed that the Vygotsky’s approach has argued and
supported for the social learning of the child for having better cognitive development which is
based on collaborative learning and social interaction (Warren, 2021). But a challenge in meeting
and analysing the learning needs and capability of individual child is faced by practitioner thus,
implication and use of Piaget theory of learning is seen as a change in learning idea and
pedagogy which depicts in a clearer way about the cognitive development of each child. The
application of the Piaget theory of learning is mainly based on the four stages which reflects
about the mental capability and learning ability of a child thus, lead improved emphasis on
2
Secure Best Marks with AI Grader
Need help grading? Try our AI Grader for instant feedback on your assignments.
analysing and meeting the needs and learning expectation of all child in an individual and more
effective manner. It has been analysed as per the Piaget theory of learning that between the age
of o to 2 years the infant is only known to the world through their sensation and physical moves
after which during the age of 2 to 7 the child started learning some basic actions. Thus, at the
time of early child hood during the age of 2 to 7 making se of grasping power of child with the
help of looking and listening to information and learning content would supports and lead out
higher cognitive learning and improved development of child (Slobodskaya, 2021). Beside this,
between the age of 7 to 11 the child started acting the actual operational stage and their
researcher and critical thinking skills starts to begin and after reaching the age of 12 the practical
stage of decision making and formal operational thinking. The implication and effectiveness of
Piaget theory could be effectively made to understand the learning level and ability of a child as
per their age which supports creation and development of more effective and suitable curriculum
and pedagogy for them based in their learning ability. Thus, the Piaget theory of learning
provides a correlated learning and development for child based on period of childhood thus
provides a better insight for a practitioner about the learning ability of a child. Thus, use of
Piaget theory of learning provides an effective learning pioneer and approach for the practitioner
to analysis about the learning ability of child based on their related views and error as per their
age which lead to obtain a better insight by the teachers about the way child look at the world
thus, ensures improved guidance and learning practises for each child as needed by them
(Pfeiffer & Anna, 2021).
Apart from this, a vital role is also played by Reggio Emilia approach in supporting
improved teaching and learning practises along with facilitating a better pedagogy that emphasis
on effective preschool and primary education of child through providing a student centric
pedagogy approach. The use and application of the Reggio Emilia approach lead a positive
influence on the practises and strategies of the practitioner as it comprises of a student centric
form of pedagogy approach that is based on constructivist and self-guided form of curriculum
and study material that is vital in supporting experiential learning in the child with the help of
self-relationship driven environment (Gächter & Suhr, 2021). Application of the Reggio Emilia
approach is vital and crucial for effective role of practitioner in learning as it is based on the
belief that a child make learning through leading a connection between the things and concepts
in parallel and association with the experience gained. Thus, leading a positive and healthy
3
effective manner. It has been analysed as per the Piaget theory of learning that between the age
of o to 2 years the infant is only known to the world through their sensation and physical moves
after which during the age of 2 to 7 the child started learning some basic actions. Thus, at the
time of early child hood during the age of 2 to 7 making se of grasping power of child with the
help of looking and listening to information and learning content would supports and lead out
higher cognitive learning and improved development of child (Slobodskaya, 2021). Beside this,
between the age of 7 to 11 the child started acting the actual operational stage and their
researcher and critical thinking skills starts to begin and after reaching the age of 12 the practical
stage of decision making and formal operational thinking. The implication and effectiveness of
Piaget theory could be effectively made to understand the learning level and ability of a child as
per their age which supports creation and development of more effective and suitable curriculum
and pedagogy for them based in their learning ability. Thus, the Piaget theory of learning
provides a correlated learning and development for child based on period of childhood thus
provides a better insight for a practitioner about the learning ability of a child. Thus, use of
Piaget theory of learning provides an effective learning pioneer and approach for the practitioner
to analysis about the learning ability of child based on their related views and error as per their
age which lead to obtain a better insight by the teachers about the way child look at the world
thus, ensures improved guidance and learning practises for each child as needed by them
(Pfeiffer & Anna, 2021).
Apart from this, a vital role is also played by Reggio Emilia approach in supporting
improved teaching and learning practises along with facilitating a better pedagogy that emphasis
on effective preschool and primary education of child through providing a student centric
pedagogy approach. The use and application of the Reggio Emilia approach lead a positive
influence on the practises and strategies of the practitioner as it comprises of a student centric
form of pedagogy approach that is based on constructivist and self-guided form of curriculum
and study material that is vital in supporting experiential learning in the child with the help of
self-relationship driven environment (Gächter & Suhr, 2021). Application of the Reggio Emilia
approach is vital and crucial for effective role of practitioner in learning as it is based on the
belief that a child make learning through leading a connection between the things and concepts
in parallel and association with the experience gained. Thus, leading a positive and healthy
3
learning environment where children feel capable of constructing their own learning is vital and
important for having positive influence on the role of practitioner. Beside this, the application of
Reggio Emilia approach in place of traditional form of pedagogy and traditional curriculum
which are extremely structured, the Reggio Emilia approach ensures a higher level of flexibility
for practitioner in curriculum and developing learning practises that are largely depend and based
on the interest of the child (Du Toit, Van der Linde & Swanepoel, 2021). Therefore, application
of the Reggio Emilia approach lads a positive influence on the role of practitioner as it helps to
analysis about the learning experience and ability of each child based on their passion, interest,
thoughts and observation in early childhood which supports improved guidance and development
in the child. Thus, an analysis can be made that the change in the pioneers and theories of
pedagogy are crucial from the Vygotsky’s approach till Reggio Emilia approach a shift from
social constructivism till student centric approach of learning is seen which lead a positive
influence in the role of the practitioner through making them more able to analysis and evaluate
the interest and learning ability of each child in early stage to support improved guidance and
better learning practises for higher and improved growth of a child (Briggs & et. al., 2021).
Beside this, these changes in the learning pioneers and approach has led to development
of the early year provision in the Ireland that nursery improved education and universal practise
for better childhood development. Further, the early childhood provision in Ireland are seemed to
be very effective and highly remarkable in the history as many preschool legislation and
effective learning practises are adopted and established within the Ireland. Introduction of
Aistear is also made which provides the effective early childhood framework. The application of
Aistear framework provides improved information and a practical idea for the practitioner to
effectively plan and build an improved curriculum that leads to a positive position and effective
development of skills, attitudes and values in the child in early stage along with improved
knowledge and understanding level (Jang & Lee, 2021). The Aistear, early childhood curriculum
was introduced in the year 2009 which focus and emphasis in the quality learning experience for
the child which aim at leading in all settings for the children practical from the age of birth to six
years. The primary aim of practitioner and teacher as per the Aistear framework comprises of
leading a universal and effective teaching practices for the child by the way of leading effective
collaboration of play and other learning practises to deliver, support and has improved
assessment of child in early stage. Beside this, application of Aistear framework is vital and
4
important for having positive influence on the role of practitioner. Beside this, the application of
Reggio Emilia approach in place of traditional form of pedagogy and traditional curriculum
which are extremely structured, the Reggio Emilia approach ensures a higher level of flexibility
for practitioner in curriculum and developing learning practises that are largely depend and based
on the interest of the child (Du Toit, Van der Linde & Swanepoel, 2021). Therefore, application
of the Reggio Emilia approach lads a positive influence on the role of practitioner as it helps to
analysis about the learning experience and ability of each child based on their passion, interest,
thoughts and observation in early childhood which supports improved guidance and development
in the child. Thus, an analysis can be made that the change in the pioneers and theories of
pedagogy are crucial from the Vygotsky’s approach till Reggio Emilia approach a shift from
social constructivism till student centric approach of learning is seen which lead a positive
influence in the role of the practitioner through making them more able to analysis and evaluate
the interest and learning ability of each child in early stage to support improved guidance and
better learning practises for higher and improved growth of a child (Briggs & et. al., 2021).
Beside this, these changes in the learning pioneers and approach has led to development
of the early year provision in the Ireland that nursery improved education and universal practise
for better childhood development. Further, the early childhood provision in Ireland are seemed to
be very effective and highly remarkable in the history as many preschool legislation and
effective learning practises are adopted and established within the Ireland. Introduction of
Aistear is also made which provides the effective early childhood framework. The application of
Aistear framework provides improved information and a practical idea for the practitioner to
effectively plan and build an improved curriculum that leads to a positive position and effective
development of skills, attitudes and values in the child in early stage along with improved
knowledge and understanding level (Jang & Lee, 2021). The Aistear, early childhood curriculum
was introduced in the year 2009 which focus and emphasis in the quality learning experience for
the child which aim at leading in all settings for the children practical from the age of birth to six
years. The primary aim of practitioner and teacher as per the Aistear framework comprises of
leading a universal and effective teaching practices for the child by the way of leading effective
collaboration of play and other learning practises to deliver, support and has improved
assessment of child in early stage. Beside this, application of Aistear framework is vital and
4
important for a practitioner as it supports effective care and education for child along with
making efforts for improved wellbeing, creating a sense of identification and belongings along
with exploring and improved thinking through effective communication and nurtured way of
learning. The Froebel's Play Theory forms out a vital pioneer and learning theory that is reflected
by the Aistear framework which emphasis on the fact that paly is the highest expression that
present effective human development in childhood along with this it also tends to represents the
free expression that is present insight the soul and mind of child (Stites, Walter & Krikorian,
2021). Thus, the Froebel approach has stress on the fact that play drives the most vital and
efficient learning in the child which meets the biological need of the child and also help to
discover and learn new things and concepts. The Froebel education approach believed and
emphasised that play needs to be purposeful for child not idle that mans it aim at accreting hand
on play activities for child. Thus, the Froebel approach leads a vital way for a teacher and
practitioner to come up with more interesting fun games and activities that support better way of
knowledge and learning for the child during early childhood years. Thus, an analysis and
integration about the Froebel approach can be made that is effective in driving most vital and
efficiency learning along with meeting biological need of child through emphasising on play to
ensure improved development of child in early stage of learning. Beside this, the Dewey theory
of learning also formed out a vital part of Aistear framework that believed and emphasis on the
fact that human beings learn and understanding the things through the help of a hand on
approach. An underpin about the Dewey theory can be made for learning of the child that
believed that human beings learn through a 'hands-on' approach, this means that students must
interact with their environment in order to adapt and learn. Along with this, the Dewey theory
also felt and emphasis that the same idea was true for the teachers and that teachers thus, the
students and teachers must learn together through having effective interaction level. Thus, the
Dewey theory of learning is important and vital for practical implication of a practitioner that
emphasis on the fact that students and child needs to interact with the environment in order to
become adaptive for better learning. Beside this, the Dewey theory of learning also emphasised
that to ensure better development it is vital that teachers and the student must make efforts and
learn together in a collaborative way (Shin & Viruru, 2021). Further, the implication of Dewey’s
pragmatism supports better knowledge and development as it deals with questions of knowledge
and the acquisition of knowledge within the framework of a philosophy of action. Thus, an
5
making efforts for improved wellbeing, creating a sense of identification and belongings along
with exploring and improved thinking through effective communication and nurtured way of
learning. The Froebel's Play Theory forms out a vital pioneer and learning theory that is reflected
by the Aistear framework which emphasis on the fact that paly is the highest expression that
present effective human development in childhood along with this it also tends to represents the
free expression that is present insight the soul and mind of child (Stites, Walter & Krikorian,
2021). Thus, the Froebel approach has stress on the fact that play drives the most vital and
efficient learning in the child which meets the biological need of the child and also help to
discover and learn new things and concepts. The Froebel education approach believed and
emphasised that play needs to be purposeful for child not idle that mans it aim at accreting hand
on play activities for child. Thus, the Froebel approach leads a vital way for a teacher and
practitioner to come up with more interesting fun games and activities that support better way of
knowledge and learning for the child during early childhood years. Thus, an analysis and
integration about the Froebel approach can be made that is effective in driving most vital and
efficiency learning along with meeting biological need of child through emphasising on play to
ensure improved development of child in early stage of learning. Beside this, the Dewey theory
of learning also formed out a vital part of Aistear framework that believed and emphasis on the
fact that human beings learn and understanding the things through the help of a hand on
approach. An underpin about the Dewey theory can be made for learning of the child that
believed that human beings learn through a 'hands-on' approach, this means that students must
interact with their environment in order to adapt and learn. Along with this, the Dewey theory
also felt and emphasis that the same idea was true for the teachers and that teachers thus, the
students and teachers must learn together through having effective interaction level. Thus, the
Dewey theory of learning is important and vital for practical implication of a practitioner that
emphasis on the fact that students and child needs to interact with the environment in order to
become adaptive for better learning. Beside this, the Dewey theory of learning also emphasised
that to ensure better development it is vital that teachers and the student must make efforts and
learn together in a collaborative way (Shin & Viruru, 2021). Further, the implication of Dewey’s
pragmatism supports better knowledge and development as it deals with questions of knowledge
and the acquisition of knowledge within the framework of a philosophy of action. Thus, an
5
Paraphrase This Document
Need a fresh take? Get an instant paraphrase of this document with our AI Paraphraser
analysis can be made that Aistear framework are important and vital for a practitioner as it helps
in engaging child with play that is good for children's health and well-being and also facilitates
an effective way of creating community so that children develop a sense of identity and
belongingness by higher communicating and exploring to develop better thinking (Salo,
Appleton & Tracy, 2021).
A comparison of Aistear framework could be made with the Te Whariki theory that
underpin a vital vison to create and develop confident learners by the way of effective
communication along with ensuring a heathy mind, body and spirit of child at early stages
through leading a sense of belongingness and valuing the contribution to the society. The Te
Whariki set out the framework that are used in New Zealand for having effective early learning
setting along with providing improved guidance for the child at early stage. A comparison
between the Aistear and Te Whariki approach can be made as the both the framework aim at
leading the well-being and belongingness in the child by the way of developing effective
communication and exploring and thinking (Callanan, Signal & McAdie, 2021). The main aim
and focus of Te Whariki comprises of leading a competent and confident learner and
communicator which made it important and vital for the practitioner along with leading a healthy
mind, body and sport by the way of securing sense of belongingness and valued contribution for
the society.
Apart from this, EYFS is also a vital approach for education which comprises of the
statutory and universal framework for the early years of education in England, UK. The Early
Years Foundation Stage (EYFS) has become statutory since the year 2008 which set out and
provided standard learning and effective welfare strategy for the provider and practitioner
working as caring for children form the age of birth till the 5 years. A comparison of EYFS can
be made with the Aistear as it was also introduced by the government of UK to come up with the
practises that highlighted and lead to good quality childcare at the early childhood that supports
better and improved learning and development in the child at very early stage of childhood.
Beside this, it has been also made statutory by the government of UK that all schools and Ofsted-
registered early years providers must follow the EYFS, including childminders, preschools,
nurseries and school reception classes (Robson, 2021). Beside this, the implication of the EYFS
approach also based on four themes which consists of Unique Child, Positive Relationships,
Enabling Environments and Learning and Development to ensure that all early years children are
6
in engaging child with play that is good for children's health and well-being and also facilitates
an effective way of creating community so that children develop a sense of identity and
belongingness by higher communicating and exploring to develop better thinking (Salo,
Appleton & Tracy, 2021).
A comparison of Aistear framework could be made with the Te Whariki theory that
underpin a vital vison to create and develop confident learners by the way of effective
communication along with ensuring a heathy mind, body and spirit of child at early stages
through leading a sense of belongingness and valuing the contribution to the society. The Te
Whariki set out the framework that are used in New Zealand for having effective early learning
setting along with providing improved guidance for the child at early stage. A comparison
between the Aistear and Te Whariki approach can be made as the both the framework aim at
leading the well-being and belongingness in the child by the way of developing effective
communication and exploring and thinking (Callanan, Signal & McAdie, 2021). The main aim
and focus of Te Whariki comprises of leading a competent and confident learner and
communicator which made it important and vital for the practitioner along with leading a healthy
mind, body and sport by the way of securing sense of belongingness and valued contribution for
the society.
Apart from this, EYFS is also a vital approach for education which comprises of the
statutory and universal framework for the early years of education in England, UK. The Early
Years Foundation Stage (EYFS) has become statutory since the year 2008 which set out and
provided standard learning and effective welfare strategy for the provider and practitioner
working as caring for children form the age of birth till the 5 years. A comparison of EYFS can
be made with the Aistear as it was also introduced by the government of UK to come up with the
practises that highlighted and lead to good quality childcare at the early childhood that supports
better and improved learning and development in the child at very early stage of childhood.
Beside this, it has been also made statutory by the government of UK that all schools and Ofsted-
registered early years providers must follow the EYFS, including childminders, preschools,
nurseries and school reception classes (Robson, 2021). Beside this, the implication of the EYFS
approach also based on four themes which consists of Unique Child, Positive Relationships,
Enabling Environments and Learning and Development to ensure that all early years children are
6
provided with the highest quality early learning experience. Beside this, a comparison between
the EYFS and Aistear could also be made as both aim at ensuring that children learn and develop
well and are kept healthy and safe during early childhood. Beside this, a difference in Aistear
approach and EYFS is also seen as the Aistear is for up to the age of 6 years while EYFS is for
the child up to the age of 5 years. Beside this, Aistear have emphases on belongingness also
while the EYFS is just focused on quality of learning and wellbeing of child (Tatlow‐Golden &
Montgomery, 2021). Further, it has been also analysed that the EYFS looks to various stage in
order to ensure that all the children in the early stage group must have highest level of quality
learning experience in starting and early stages. Beside this, The EYFS also supports and ensures
that children learn and develop well during theory early stage along with keeping them healthy
and safe through describing the effective ways of teaching and other frameworks.
Further, an analysis can be made out that a vital and important role is played by the
practitioner to help each child to learn and develop in a more effective manner. The practitioner
plays a crucial role in recognising and identifying the current needs of each child along with
understanding the ability and learnings pattern to ensure achievement of desired goals. Thus, an
active role is played by practitioner to support effective learnings and development of child
through encouraging improved learnings and development pattern which comprises of both play
and teaching. Beside this, a vital role is played by practitioner in developing supporting indoor
and outdoor environment that facilitates effective learnings as a rich and varied environment
supports better development and learnings (Hunkin, 2021). For instance, it has been seen that an
inherent relationship between sensory learning and children's enhanced cognitive, social and
physical development. Further, it effective indoor and outdoor environment gives confidence to
child explore and learn in secure and safe yet challenging, indoor and outdoor space. Beside this,
adoption of reflective practices which comprises of learning through experience also supports
improved learning and development for child. For instance, the making use of Kolb learning
theory provides an experimental learning theory which supports the dimension that learners
come across various experiences that are entirely new and thus, lead to enhancement in the
learning and understanding. Beside this, use of Tyler model of the curriculum also facilitates a
systematic and effective way for the practitioner to come up with more systematic and logical set
of content and learning material for child which supports improved development and learning
experience (Schäfer & et. al., 2021).
7
the EYFS and Aistear could also be made as both aim at ensuring that children learn and develop
well and are kept healthy and safe during early childhood. Beside this, a difference in Aistear
approach and EYFS is also seen as the Aistear is for up to the age of 6 years while EYFS is for
the child up to the age of 5 years. Beside this, Aistear have emphases on belongingness also
while the EYFS is just focused on quality of learning and wellbeing of child (Tatlow‐Golden &
Montgomery, 2021). Further, it has been also analysed that the EYFS looks to various stage in
order to ensure that all the children in the early stage group must have highest level of quality
learning experience in starting and early stages. Beside this, The EYFS also supports and ensures
that children learn and develop well during theory early stage along with keeping them healthy
and safe through describing the effective ways of teaching and other frameworks.
Further, an analysis can be made out that a vital and important role is played by the
practitioner to help each child to learn and develop in a more effective manner. The practitioner
plays a crucial role in recognising and identifying the current needs of each child along with
understanding the ability and learnings pattern to ensure achievement of desired goals. Thus, an
active role is played by practitioner to support effective learnings and development of child
through encouraging improved learnings and development pattern which comprises of both play
and teaching. Beside this, a vital role is played by practitioner in developing supporting indoor
and outdoor environment that facilitates effective learnings as a rich and varied environment
supports better development and learnings (Hunkin, 2021). For instance, it has been seen that an
inherent relationship between sensory learning and children's enhanced cognitive, social and
physical development. Further, it effective indoor and outdoor environment gives confidence to
child explore and learn in secure and safe yet challenging, indoor and outdoor space. Beside this,
adoption of reflective practices which comprises of learning through experience also supports
improved learning and development for child. For instance, the making use of Kolb learning
theory provides an experimental learning theory which supports the dimension that learners
come across various experiences that are entirely new and thus, lead to enhancement in the
learning and understanding. Beside this, use of Tyler model of the curriculum also facilitates a
systematic and effective way for the practitioner to come up with more systematic and logical set
of content and learning material for child which supports improved development and learning
experience (Schäfer & et. al., 2021).
7
Making use of Tyler model of the curriculum is highly suggested and recommended for a
practitioner to have improvement in the above stated approach of Aistear as supports a vital and
scientific approach for development of suitable curriculum for child. Beside this, use of Tyler
model of the curriculum follows sequential pattern starting from selecting objectives to selecting
learning experiences, organizing learning experiences and evaluation to come up with better
content and material for development of child at early stage (Warren, 2021). Beside this, making
use of Aistear approach along with Reggio Emilia approach is also highly recommended for the
practitioner as it support more effective pedagogy which emphasis on high quality preschool and
primary education which is based in student centric approach. Beside this, use of Reggio Emilia
approach also supports self-guided and experimental learnings based on the interest and potential
level of the child thus, it supports a more effective and improved learning and development
experience for child.
CONCLUSION
On the basis of current essay, a conclusion can be made that the Pedagogy is reacted with
the various method as well as practises that are adopted by a practitioner to have the improved
teaching and learning practises that support better development of a child. Further, it has been
observed that curriculum basically reflects the content and material that is used by a practitioner
to support effective learnings of a child. Beside this, a conclusion can also be made that Lev
Semyonovich Vygotsky’s supports improved development of child that is based on social
constructivism while the Reggio Emilia approach supports the student centric approach of
learning and development. Further, it has been observed that various learnings approach is
adopted by various countries of world to support a quality learning and development of child
along with meting their wellbeing and belongingness needs. The Ireland is having Aistear
approach while UK has adopted Early Years Foundation Stage (EYFS) in 2008. At last, a
summarisation can be made that a vital role is played by practitioner in offering better learning
and development for child.
8
practitioner to have improvement in the above stated approach of Aistear as supports a vital and
scientific approach for development of suitable curriculum for child. Beside this, use of Tyler
model of the curriculum follows sequential pattern starting from selecting objectives to selecting
learning experiences, organizing learning experiences and evaluation to come up with better
content and material for development of child at early stage (Warren, 2021). Beside this, making
use of Aistear approach along with Reggio Emilia approach is also highly recommended for the
practitioner as it support more effective pedagogy which emphasis on high quality preschool and
primary education which is based in student centric approach. Beside this, use of Reggio Emilia
approach also supports self-guided and experimental learnings based on the interest and potential
level of the child thus, it supports a more effective and improved learning and development
experience for child.
CONCLUSION
On the basis of current essay, a conclusion can be made that the Pedagogy is reacted with
the various method as well as practises that are adopted by a practitioner to have the improved
teaching and learning practises that support better development of a child. Further, it has been
observed that curriculum basically reflects the content and material that is used by a practitioner
to support effective learnings of a child. Beside this, a conclusion can also be made that Lev
Semyonovich Vygotsky’s supports improved development of child that is based on social
constructivism while the Reggio Emilia approach supports the student centric approach of
learning and development. Further, it has been observed that various learnings approach is
adopted by various countries of world to support a quality learning and development of child
along with meting their wellbeing and belongingness needs. The Ireland is having Aistear
approach while UK has adopted Early Years Foundation Stage (EYFS) in 2008. At last, a
summarisation can be made that a vital role is played by practitioner in offering better learning
and development for child.
8
Secure Best Marks with AI Grader
Need help grading? Try our AI Grader for instant feedback on your assignments.
REFERENCES
Books and journal
Briggs, E. C. & et. al. (2021). All adverse childhood experiences are not equal: The contribution
of synergy to adverse childhood experience scores. American Psychologist, 76(2), 243.
Callanan, J., Signal, T., & McAdie, T. (2021). Engaging parents in early childhood intervention:
relationship as a platform for functional gains. International Journal of Disability,
Development and Education, 1-14.
Du Toit, M., Van der Linde, J., & Swanepoel, D. W. (2021). Early childhood development risks
and protective factors in vulnerable preschool children from low-income communities in
South Africa. Journal of Community Health, 46(2), 304-312.
Gächter, D., & Suhr, M. (2021). Improving Early Childhood Development in Namibia with
Result Based Financing. Theories of Change: Change Leadership Tools, Models and
Applications for Investing in Sustainable Development, 125-137.
Hunkin, E., (2021). Devastating impacts? Investigating ‘edu-quality’discourse in early childhood
policy and its implications. Journal of Education Policy, 36(2), pp.196-210.
Jang, Y., & Lee, K. (2021). The effect of mothers’ anxiety, psychological control, and attention
to academic achievement on Korean early childhood children’s helplessness. Child
Indicators Research, 14(3), 1157-1174.
9
Books and journal
Briggs, E. C. & et. al. (2021). All adverse childhood experiences are not equal: The contribution
of synergy to adverse childhood experience scores. American Psychologist, 76(2), 243.
Callanan, J., Signal, T., & McAdie, T. (2021). Engaging parents in early childhood intervention:
relationship as a platform for functional gains. International Journal of Disability,
Development and Education, 1-14.
Du Toit, M., Van der Linde, J., & Swanepoel, D. W. (2021). Early childhood development risks
and protective factors in vulnerable preschool children from low-income communities in
South Africa. Journal of Community Health, 46(2), 304-312.
Gächter, D., & Suhr, M. (2021). Improving Early Childhood Development in Namibia with
Result Based Financing. Theories of Change: Change Leadership Tools, Models and
Applications for Investing in Sustainable Development, 125-137.
Hunkin, E., (2021). Devastating impacts? Investigating ‘edu-quality’discourse in early childhood
policy and its implications. Journal of Education Policy, 36(2), pp.196-210.
Jang, Y., & Lee, K. (2021). The effect of mothers’ anxiety, psychological control, and attention
to academic achievement on Korean early childhood children’s helplessness. Child
Indicators Research, 14(3), 1157-1174.
9
Pfeiffer, M., & Anna, M. (2021). Recruiting Assistance in Early Childhood: Longitudinal
Changes in the Use of “Oh+ X” as a Way of Reporting Trouble in German. Research on
Language and Social Interaction, 54(2), 142-162.
Robson, J.V.K., (2021). An Action Research Inquiry: facilitating early childhood studies
undergraduate researcher development through Group Supervision. Educational Action
Research, pp.1-18.
Salo, M., Appleton, A. A., & Tracy, M. (2021). Childhood adversity trajectories and violent
behaviors in adolescence and early adulthood. Journal of interpersonal violence,
08862605211006366.
Schäfer, S. & et. al., (2021). Firstborn sex defines early childhood growth of subsequent
siblings. Proceedings of the Royal Society B, 288(1942), p.20202329.
Shin, J., & Viruru, R. (2021). A Qualitative Study of Home-School Literacy Connections
Between Korean ELL Families and Their Children's Early Childhood Teachers.
In Bridging Family-Teacher Relationships for ELL and Immigrant Students (pp. 238-
264). IGI Global.
Slobodskaya, H. R. (2021). Personality development from early childhood through
adolescence. Personality and Individual Differences, 172, 110596.
Stites, M. L., Walter, H. L., & Krikorian, J. G. (2021). These aren’t the kids I signed up for: the
lived experience of general education, early childhood preservice teachers in classrooms
for children with special needs. Journal of Early Childhood Teacher Education, 42(1), 1-
19.
Tatlow‐Golden, M. & Montgomery, H., (2021). Childhood Studies and child psychology:
Disciplines in dialogue?. Children & Society, 35(1), pp.3-17.
Warren, R., (2021). Exploring the complex emotional relationships that influence children's
participation rights in early childhood education settings. Emotion, Space and Society, 39,
p.100784.
Online:
Pedagogy in Education. (2019). [Online] Available Through:<
https://www.schoology.com/blog/pedagogy-education-more-buzzword>.
10
Changes in the Use of “Oh+ X” as a Way of Reporting Trouble in German. Research on
Language and Social Interaction, 54(2), 142-162.
Robson, J.V.K., (2021). An Action Research Inquiry: facilitating early childhood studies
undergraduate researcher development through Group Supervision. Educational Action
Research, pp.1-18.
Salo, M., Appleton, A. A., & Tracy, M. (2021). Childhood adversity trajectories and violent
behaviors in adolescence and early adulthood. Journal of interpersonal violence,
08862605211006366.
Schäfer, S. & et. al., (2021). Firstborn sex defines early childhood growth of subsequent
siblings. Proceedings of the Royal Society B, 288(1942), p.20202329.
Shin, J., & Viruru, R. (2021). A Qualitative Study of Home-School Literacy Connections
Between Korean ELL Families and Their Children's Early Childhood Teachers.
In Bridging Family-Teacher Relationships for ELL and Immigrant Students (pp. 238-
264). IGI Global.
Slobodskaya, H. R. (2021). Personality development from early childhood through
adolescence. Personality and Individual Differences, 172, 110596.
Stites, M. L., Walter, H. L., & Krikorian, J. G. (2021). These aren’t the kids I signed up for: the
lived experience of general education, early childhood preservice teachers in classrooms
for children with special needs. Journal of Early Childhood Teacher Education, 42(1), 1-
19.
Tatlow‐Golden, M. & Montgomery, H., (2021). Childhood Studies and child psychology:
Disciplines in dialogue?. Children & Society, 35(1), pp.3-17.
Warren, R., (2021). Exploring the complex emotional relationships that influence children's
participation rights in early childhood education settings. Emotion, Space and Society, 39,
p.100784.
Online:
Pedagogy in Education. (2019). [Online] Available Through:<
https://www.schoology.com/blog/pedagogy-education-more-buzzword>.
10
1 out of 12
Related Documents
Your All-in-One AI-Powered Toolkit for Academic Success.
+13062052269
info@desklib.com
Available 24*7 on WhatsApp / Email
Unlock your academic potential
© 2024 | Zucol Services PVT LTD | All rights reserved.